Why Youth Act or Stay Silent? A Qualitative TPB Analysis of Bystander Responses to Microaggressions in Indonesian Educational Settings Tia Inayatillah (a*), Andhita Nurul Khasanah (b), Aznaya Aufrila Cendrani (c), Tubagus Arkaan Hilal Farraas (d), Oki Mardiawan (e), Yunita Sari (f), Dewi Rosiana (g)
a) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
b) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
c) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
d) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
d) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
e) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
f) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
g) Faculty of Psychology, Universitas Islam Bandung, Jalan Tamansari No. 01, Bandung 40116, Indonesia
Abstract
Educational settings, which are supposed to provide a safe space for students, are often spaces for microaggressions-a subtle form of demeaning comments or acts towards someone from a marginalized group-which are often unintentional and expressed in the form of a joke but have a significant cumulative negative impact on the target. The role of bystanders, recognized as pivotal in preventing escalation of such incidents, remains understudied in the Indonesian socio-cultural context.
This study aims to explore the underlying determinant factors of bystanders^ responses or decision to remain passive to microaggressions. Data were collected through Focus Group Discussions (FGD) with 30 participants: 20 high school students and 10 university students from schools in the Bandung Raya area.
Thematic analysis was conducted using the Theory of Planned Behavior (TPB) lens to understand the bystander response mechanism in Indonesia. Results showed that the decision to respond or remain silent involves a complex interplay of three core components: (1) attitude toward behavior, reflected in cost-benefit calculations- (2) subjective norms, where significant figures (e.g., parents, peers) encourage responses, though this intention is suppressed when the aggressor is an authority figure- and (3) perceived behavioral control, shaped by the closeness of the relationship with the target and perceived efficacy in confronting authority.
These findings provide a critical foundation for developing a valid and contextualized TPB-based scale measuring bystander intention to respond to microaggression. Furthermore, the study offers practical implications for designing intervention programs to enhance bystander responsiveness and fostering inclusive learning environments in Indonesian educational settings.
Keywords: microaggression, bystander intervention, Theory of Planned Behavior, educational settings, Indonesia, qualitative study.
